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Collaborative Unit Project

Carol Gurrieri
Library and Information Science, University of South Carolina

ISCI 742: Curricular Role of the School Librarian

Professor Katie Klein
June 12, 2023
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I. Overview
A. This collaborative unit is on ecosystems and the study of biotic and abiotic factors which

live inside the different terrestrial and aquatic biomes on earth for fifth grade students. My

partnering teacher is Rebecca Kohler who teaches math and science in a departmentalized

subject matter model. When meeting to discuss what topic we would like to focus this unit on,

we decided on ecosystems within science because it will require research on the student’s part,

and it ties into a module within our reading curriculum. The research gained within this unit and

project can also be used in ELA for a separate final project which will be helpful in terms of

time, and it links learning across subject areas. To make this unit flow and incorporate the

information literacy standards and skills, we sat down and worked on revising and editing the

ecosystems unit that Ms. Kohler was already using. Learners should come into this unit already

having general knowledge about different habitats and the links that exist between the things

living and non-living within those areas. Learners will also come into this unit understanding the

basic concepts of how to use google apps and the clever platform on google Chromebooks. The

final project for this unit will be partially individual and partially grouped. There will be a

breakdown on the rubric to show the grading and breakdown for each portion of responsibility.

B. Student Learning Objectives:

Content:

• Students will be able to explain verbally and through writing specific details pertaining
to their chosen biome including abiotic and biotic factors, food chains and food webs,
whether it is terrestrial or aquatic, as well as provide climate descriptions of their given
location.

• Students will also be able to locate their given biome on the world map.
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Information Literacy:

• Students will be able to locate valid information pertaining to their search query using
appropriate resources.

• Students will be able to cite their used sources using MLA format to accompany their
research work.

• Students will be able to operate Canva as a platform to create their presentation and
display their research findings.

• Students will be able to operate video applications as well as program Sphero robots in
a specified pattern.

Standards:
State Science Content Standard:

Standard 5.L.4: The student will demonstrate an understanding of relationships among biotic
and abiotic factors within terrestrial and aquatic ecosystems.
Performance Indicators: Students who demonstrate this understanding can:
5.L.4A.1 Analyze and interpret data to summarize the abiotic factors (including quantity of light
and water, range of temperature, salinity, and soil composition) of different terrestrial
ecosystems and aquatic ecosystems.
5.L.4A.2 Obtain and communicate information to describe and compare the biotic factors
(including individual organisms, populations, and communities) of different terrestrial and
aquatic ecosystems.
5.L.4B.1 Analyze and interpret data to explain how organisms obtain their energy and classify
an organism as producers, consumers (including herbivore, carnivore, and omnivore), or
decomposers (such as fungi and bacteria).
5.L.4B.2 Develop and use models of food chains and food webs to describe the flow of energy in
an ecosystem. 5.L.4B.3 Construct explanations for how organisms interact with each other in an
ecosystem (including predators and prey, and parasites and hosts).
5.L.4B.4 Construct scientific arguments to explain how limiting factors (including food, water,
space, and shelter) or a newly introduced organism can affect an ecosystem.

(South Carolina Department of Education, 2014, p. 44)

Information Literacy American Association of School Libraries (AASL) Standards:
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Foundation- IV. Curate: Make meaning for oneself and others by collecting, organizing, and
sharing resources of personal relevance.
Domain and Competencies-

Think: Learners act on an information need by:

1. Determining the need to gather information.
2. Identifying possible sources of information.
3. Making critical choices about information sources to use.

Create: Learners gather information appropriate to the task.

1. Seeking a variety of sources.
2. Collecting information representing diverse perspectives.
3. Systematically questioning and assessing the validity and accuracy of information.
4. Organizing information by priority, topic, or other systematic scheme.
(American Association of School Librarians, 2018, p. 37)

II. Learners
This lesson will be taught in two classes, considering the team is departmentalized, total

of 50 students, split into 25 students within each class. Within each class there is a similar

classroom culture and behavior management system in place. Students are expected to

respond when other students answer questions with a nonverbal hand signal, which allows for

whole class participation. If students agree with another student’s answer, they shake their

hand with thumb and pinky hanging out in a hang ten symbol. If they disagree with the answer

given, they hold their hand flat and make a floppy fish type gesture. This is something they use

in the classroom and will use within the librarian taught lessons. For behavior, students should

be on task, listening, and being respectful of same rules as in the classroom. Students receive a

warning first if rules are broken, and if it continues, they will walk laps at recess or have

minutes off play time. To answer questions students will raise their hands within the lesson.
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Within the set of 50 students, 4 have an Individual Education Plan (IEP), 3 have a 504

plan, 24 are identified as gifted and talented. Some students are twice gifted. Among those

students with an IEP, 3 are reading below grade level, one independently at a kindergarten level

and the other two at a third-grade level. These students will need screen reading applications

and accommodations on their Chromebooks for this unit. Our school uses Snap and Read, and it

has already been utilized by these students in other subject areas previously. Also, 3 students

have significant difficulty in writing, two having great trouble with letter formation,

organization, and stamina over lengthy assignments. These students will need more assistance

through modified graphic organizers, electronic formats, and a keyboard to type findings. For

those students who are gifted and talented, some may finish specific tasks much quicker than

others and therefore they will require some challenge work or additional optional tasks to add

onto work for when they are finished with the requirements.

This unit and the tasks required to complete are developmentally and age appropriate

considering that the standards follow grade level statutes and work uses elementary provided

technology from the school district.

III. Instructional Strategies

This collaborative unit will use several instructional strategies to reach all learners.

Provided in Appendix A is a day-by-day charting of lesson topics and activities that are run by

the teacher and librarian throughout this unit, which is about a month long.

As described previously, the classroom already uses whole class response opportunities

in each lesson through hand motions, to make sure even when one student is answering aloud,
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all students are providing feedback on their understanding. This is an informal assessment to

gauge understanding of the concepts being taught across all subject areas. During the lessons

there will also be gamification of learning and assessment using Kahoot, Gimkit, Blooket, and

Quizlet, which also provides more concrete feedback on student achievement of the standards

and objectives. Looking through the day-to-day timeline of learning, there are classwork

assignments which will be completed by students to assess their learning. At choice times

during the unit the classroom teacher also has quizzes placed for assessment of learning as

formal data, and the final research project will be the culminating activity to check for standard

mastery.

Within class there will also be opportunities for students to work with partners, in small

groups, and as a whole class on items and within the final project. As previously mentioned,

learners will have certain accommodations that they can use within each lesson if they are

needed, such as screen readers, keyboarding, or modified graphic organizers. Learners may also

be grouped with individuals of varying abilities. Small group instruction may be held throughout

the unit with the librarian or classroom teacher working with a few students at a time. Videos

and modeling examples will be provided to assist learners in mastering content and

assignments.

For the final research project, the students will be working through the Big 6 research

model focusing on steps #3- Location and Access and #4 Use of Information (Jansen et al, 1995).

The students will be given many beginning resources through the pathfinder to use, it is their

task to locate the information within the resources and access them appropriately. Once they

locate said information, they are tasked with writing it down as notes to then be used for their
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final presentations. They must organize the information coherently and effectively, as well as

cite the resources and references that they use once complete.

IV. Digital Pathfinder

The link for the ecosystem project digital pathfinder is here:

https://docs.google.com/presentation/d/1KhnTKkanov2F9UoK5A4mPxlBz-
FCeditDsBWK1iCyfo/edit?usp=sharing
This pathfinder has links to selected websites, databases, videos, and listed book locations all

on ecosystems and biomes the students can use to assist them in completing their end of unit

project. All the websites, databases, and videos have been screened to make sure they are

appropriate for fifth grade students and there is a plethora of links provided to meet all

learners. On the slide are all the links in their respective categories of types of resource.

Underneath the slide in the section for speaker's notes are explanations of each resource, to

provide learners with additional information to help them select which they may use. This was

done to keep the slide simple and not make it overwhelming with wording, but still accessible

to all. The book section and Dewey number were given within the pathfinder, and a collection

of eBooks available on MyOn were put together for student viewing that they can get to

through their account in Clever. Specific databases for elementary students that provided

information on science topics were selected and are available through SC Discus.

V. Roles
When it came to roles for Ms. Kohler, the classroom teacher, and me, the librarian, we

had separate responsibilities leading up to the final project which we shared. Ms. Kohler

teaches the content, vocabulary, and terminology associated with ecosystems and biomes.

Many of the lessons leading up to the final project are taught by her in the classroom and are
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associated with the science content. As the unit gets toward the end and the final project is

initiated, I as the librarian step in to teach the process, organization, and actions of research

and creation of learning through the presentations and videos. To be able to teach how to

research the ecosystems and the biomes, the learners need to understand the terminology and

vocabulary they should look for when researching to know if that source is valuable and

accurate. We both play a part in the final product coming together, which is why for the active

research and project creation we are both on hand during the final days.

Evaluation form is available here:

https://docs.google.com/forms/d/e/1FAIpQLSc6cME5PxDU2JM4J1qd9dufbFitCCG15R8y2goivv

_pdnyJsA/viewform?usp=sf_link

VI. Lesson Plan

AASL Lesson Plan Database

Grade: 5

Library Context: Combination

Instruction: Lesson in a Unit

Collaboration Continuum: Intensive

Content Topic: Science Ecosystems

Estimated Lesson time: 60 minutes

AASL National School Library Standards for the Learner

SHARED FOUNDATION AND KEY COMMITMENT: IV. Curate: Make meaning for oneself and
others by collecting, organizing, and sharing resources of personal relevance.

DOMAIN/S: Think: Learners act on an information need.

Create: Learners gather information appropriate to the task.

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COMPETENCIES:

-Determining the need to gather information.

-Identifying possible sources of information.

-Making critical choices about information sources to use.

-seeking a variety of sources.

-Systematically questioning and assessing the validity and accuracy of information

-Organizing information by priority, topic, or other systematic scheme.

SCENARIO: The school librarian meets with a fifth-grade teacher who is working on a final
project for students on their current unit on ecosystems. The teachers want students to find
specific information on a biome of their choice to be used in a group presentation. The librarian
suggests a 60-minute lesson for the students in the library to learn how to search for
information on their biome using the pathfinder created, specifically the databases, to fill in
their project graphic organizer. Together the teacher and librarian decide that the students will
produce a Canva presentation in groups with each of their biome’s information from the
graphic organizer at the end. Together they determine criteria for the presentation and split
other responsibilities and follow up library lessons to meet all the criteria. The teachers will
introduce the content of the unit and provide background information in the classroom; the
librarian will develop a lesson on how to search for and locate information on their chosen
biome using databases. Subsequently, the teacher will continue instruction on these
ecosystems in their classrooms and the librarian will guide students through the process of
finding, selecting, and using appropriate resources.

CONNECTION TO LOCAL OR STATE STANDARDS (List relevant content, information literacy,

and technology standards (NETS-S)

5th grade SC Science Standard: Standard 5.L.4: The student will demonstrate an understanding
of relationships among biotic and abiotic factors within terrestrial and aquatic ecosystems.

OVERVIEW: Fifth-grade students search for information about their chosen biome to be used in
creating a group Canva presentations.

FINAL PRODUCT: Student complete their individual research graphic organizer and then create
a group Canva presentation project, detailing 4 different biomes to be presented to the class.
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LIBRARY LESSON(S): Students will utilize the pathfinder to locate information regarding their
biome. Students will explain to their peers in a mini verbal presentation how they found their
information on a given database or resource from the pathfinder.

ASSESSMENT:

PRODUCT: The teacher and librarian have created a rubric to grade the biome graphic organizer
and the group presentation. It outlines the expected elements and criteria with point values.

PROCESS: The teacher and librarian will use the rubric grading sheet, the graphic organizer, and
references section to see how well students could use the resources given from the pathfinder

STUDENT SELF-QUESTIONING (Reflection)

Did I use appropriate and valid resources to locate information about my biome?

Did I use a number or different resources to locate information on my chosen biome?

Did I write down the resources in which I found information I used in my

organizer/presentation?

INSTRUCTIONAL PLAN

RESOURCES STUDENTS WILL USE:

_X_Online subscription database(s)

_X_Websites

_X_Books

__Reference

_X_Nonprint

__Periodicals/newspapers

__Other (explain)

INSTRUCTION/ACTIVITIES (60 minute block)

DIRECT INSTRUCTION:

All can be modified to do over Zoom. Sharing screens with students.

The librarian will open with a discussion questions:

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Where can we find information?

How do we know the information provided from these places is true?
What resources could we use to make sure we locate valid and accurate information?

Bring up project that was introduced previously and have students take out graphic organizer.
Explain that today we will look for information on our biomes using valid resources listed for
students on the Ecosystems Project Pathfinder.
Show pathfinder on board- share with students on Chromebooks.

MODELING AND GUIDED PRACTICE:

Begin working through pathfinder, selecting one type of resource at a time, and showing
students how to locate information on a selected biome (Amazon Rainforest) for practice.
Select one website, have students walk through with you and locate valuable information on a
given site. Select on database, walk through how to locate information in search bar- have
students copy you on their Chromebook. Walk through how to locate books within the library
on the Amazon rainforest- have students follow you to the space. Lastly, show one video,
scrolling to look for information on rainforest using closed captioning as well. If this is virtual
show them in Destiny Discovery how to locate books.

Each time you find something valuable on the Amazon rainforest- fill it in on your teacher
graphic organizer. Make sure to also write the resource you used down in your reference
section.

INDEPENDENT PRACTICE:

Once you have run through each type, assign each table group, OR create different zoom
breakout rooms to a specific type of resource outlined on the pathfinder. Have them begin
researching using that specific resource type their own biome, filling in their graphic organizer
and writing down their resources.

SHARING AND REFLECTING:

After giving enough time for each group to locate at least one valuable piece of information,
call everyone back to attention. Have each group share out what type of resource they used
and come up and model on the screen how they used the resource to find information on their
biome. They become the teacher, showing other students how they used the remaining
databases, websites, videos, or books. Students may share their screen virtually to share.

Strategies for differentiation?

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When grouping students at the tables, placing students with others of varying abilities will be
helpful in that they can assist one another when they get to independent practice.

Allowing some users to type into their graphic organizer (having an electronic version) will
assist with those how have difficulty writing and spacing writing.

Having students bring headphones not only for video usage, but also for those who will need to
use screen readers like Snap and Read to understand the words they locate.

Librarian needs to be available for those who look like they need assistance during the
independent practice, can work in small groups at specific tables.

VII. Final Student Product

The project being created is outlined more fully in this file, giving an outline of the

project, the graphic organizer supplied to the students, and the rubric so they can see how they

will be graded.

https://docs.google.com/document/d/1dbXBffpsdHhSc5kBGSOz4rMzKA-
XCahhSsavb1fenhs/edit?usp=sharing
Students will create the group presentation on canvas and then share it with the

teacher through email. They will present their final work to the class. An example of the final

product is here; however, the references page will be added to the end of the presentation

instead of as a word document.

https://drive.google.com/drive/folders/1sydMr36x2iOMIXMZGx7G-rhRro9JusXa?usp=sharing
Through this project, students will demonstrate several standards and skill acquirement.

They will also display many information literacy skills through their presentation, research,

works cited, and technology usage in the work.

VIII. Reflection:
Through the collaboration process in this unit, I have learned quite a bit about the challenges

that I will face when I become a librarian. It was exceedingly difficult for me to step out of my
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role as teacher and not try to do more with the content. To realize that I am teaching process

rather than science standards necessarily is something that will take me some time in working

through. This process has also opened my eyes more to the fact that learning information

literacy skills is so vital in every age of life, and that by teaching these skills with diligence,

scaffolding, and intention, I will be making a difference in how my students progress in their

lives. I think in the future when I collaborate with educators and individuals on units and

lessons, I will try to meet more often with them to make sure we are on the same page. I feel

like I could have done more or taught more throughout this unit. I would have liked to take on a

little more of the planning burden besides my three lessons. I will use the evaluation form

created, which will be valuable feedback for when I work through a lesson and teach it with

collaborators. My collaborating teacher, Ms. Kohler, was thrilled with the unit's edits and

revisions. The pathfinder, focused resources, and graphic organizer for information really

streamlines the process and she was super thankful for this time and effort put in.

References:

American Association of School Librarians. (2018). National School Library Standards for
Learners, School Librarians, and School Libraries. Chicago: ALA.
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Jansen, B. A., Eisenberg, M., & Berkowitz, R. (1995). Big 6 Assignment organizer. The Big 6:
Instructional Resources. https://thebig6.org/resources-2

South Carolina Department of Education. (2014). South Carolina academic standards and
performance indicators for science 2014.
https://ed.sc.gov/sites/scdoe/assets/file/agency/ccr/Standards-
Learning/documents/South_Carolina_Academic_Standards_and_Performance_Indicator
s_for_Science_2014.pdf

Appendix A
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Day Where Time Instructor Activities

# Allotte
d
1 Classroom 45 min Kohler Into lesson: What are ecosystems
and abiotic and biotic factors?
(Slides to accompany lesson)
Read textbook pages 178-180
Watch Videos
Worksheet where they identify biotic
and abiotic factors as graded
assignment
2 Classroom 45 min Kohler Terrestrial and Aquatic Ecosystems
(Slides to accompany Lesson)
-Reading comprehension activity with
questions about aquatic ecosystems
and biotic and abiotic factors
-Videos on Terrestrial ecosystems
-Complete “What are Biomes?”
assignment with questions

3 Classroom 45 min Kohler Main Biomes of the World (Slides

with lesson)- Discussion and continued
lesson from previous day

4 Classroom 45 min Kohler Ecosystems (Slides)

Classification within ecosystems
Review of biotic and abiotic (kahoot)
Brainpop on Ecosystems
Vocabulary sheet as assignment
5 Classroom 45 min Kohler Quiz on Abiotic and Biotic Factors
Energy Roles in Ecosystem Lesson
(Slides)
Energy pyramid- Producers,
Consumers, Decomposers
Videos to review and read textbook pgs
208-209
Flow of energy assignment
6 Classroom 45 min Kohler Plants and Energy(Slides)
Watch Video- Herbivores, carnivores,
and omnivores
Play Blooket
7 Classroom 45 min Kohler Interactions in Ecosystems
Predator vs. Prey - Videos
Food Webs and Food Chains – Read
textbook pgs 206-207
Predator and Prey fill in the blank
assignment
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8 Classroom 45 min Kohler Webquest (Slides)

Complete the Energy in the
Ecosystems Webquest
9 Classroom 45 min Kohler Food Chains (slides)
Brainpop on Food Chains
Read Textbook pgs 210-211
Complete “Food Chain: Moving
Through the Ecosystem” reading and
questions
10 Classroom 45 min Kohler Food Webs (Slides)
Watch Food Webs Youtube video with
accompanying assignment sheet
11 Classroom 45 min Kohler Photosynthesis (Slides)
Read Textbook pages 198-203
Watch Brainpop video on
Photosynthesis
12 Classroom 45 min Kohler Roles in the Ecosystem (Slides)
Niche definition and assignment
Watch Symbiosis video
Symbiotic Relationships Crossword
puzzle assignment
13 Classroom 45 min Kohler Roles in the Ecosystem(continued)
(slides)
Gimkit review
Quiz on Food Webs and Food Chains
Video on Symbiosis
14 Classroom 45 min Kohler Roles in the Ecosystem(continued)
(slides)
Watch videos on Ecological
relationships
Complete Symbiosis worksheet
15 Classroom 45 min Kohler Nitrogen, Oxygen, and Carbon
Cycles (Slides)
Water cycle review
Earth’s natural cycles
Nitrogen Cycle video
Assignment: “Round and Round We
Go! Cycles in the Ecosystem”
16 Classroom 45 min Kohler Changes in our Ecosystem (Slides)
Watch and discuss “Study Jams” and
“How do Ecosystems Change over
time?”
Read: “Changes in our Ecosystems”
Complete page 26 of article as
assignment.
17 Classroom 45 min Kohler Changes in our Ecosystem
(Continued) (Slides)
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Video on Lake Victoria Miracle Fish

with graded assignment
18 Classroom 45 min Kohler Changes in our Ecosystem
(Continued)
Animal Adaptations- Videos
Read pgs 221-224 in textbook
Limiting Factors discussed
19 Classroom 45 min Kohler/Gurrie Introduction to Biome/Sphero
ri Project
Walk through intro project Sheet
Show research organizer (individual
Show example of group project end
product
Discuss and walk through Grading
Rubric
20 Library/Virtu 60 min Gurrieri How to Research
al usage of pathfinder
introduction to research organizer
21 Library/Virtu 60 min Gurrieri Proper Citing of Sources
al Practice with citing sources that are
given using MLA format.
22 Library/Virtu 60 min Gurrieri/Kohl Research time
al er
23 Library 60 min Gurrieri Technology Usage Tutorial
Canva usage instruction for
presentation and sharing with group
AND
Sphero instruction on coding
24 Classroom 60 Gurrieri/Kohl Finish project with group for turn in
er